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The process through which children and adults acquire and effectively apply the knowledge, attitude and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others establish and maintain positive relationships and make responsible decisions.

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Anytime you want to start an activity in a circle, or regroup the class, this will get them right back into an organized circle so you can get their attention.

This is similar to the home base technique except you create a circle, remember who is on the left and right of you and that is your spot when the teacher calls circle up.

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Student's only remember:

20% of what they HEAR
30% of what they SEE
50% of what they WRITE
70% of what they DISCUSS
80% of what they EXPERIENCE
90% of what they TEACH

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People produce form and knowledge from meaning based upon their
experiences. This theory focuses on how learning happens rather than what
influences their learning and students are able to connect new knowledge to
existing schemas. The role of the teacher is to facilitate, aid and support their
learning.

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Drama-based pedagogy uses active and dramatic approaches to
engage students in academic, affective and aesthetic learning through
dialogic meaning-making in all areas of the curriculum (Dawson &
Lee, 2016). DBP is a collection of teaching tools (including activating
dialogue, theatre games as metaphor, image work, and role work)
designed to be used in conjunction with classroom curriculum. The
beauty of these techniques is that they easily engage students and

immediately help create an environment for focused inquiry and cross-
curricular learning opportunities. In addition, these techniques support

a variety of learning styles and will keep your students actively
involved in the learning process

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Students learn in different ways and hence they need different learning activities in order to fully understand a concept.
Participating in Drama activities can help bodily kinesthetic or visual spatial learners understand important concepts.
Gardner’s theory focuses on empowering others instead of restricting their learning and allowing them to explore through
their own way of learning. This strays away from the theory that there is only one intelligence and everyone learns the same,
Gardner’s Theory incorporates intelligences such as visual, kinesthetic, verbal-linguistic, and spatial intelligence as ways of
learning

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Book: The Secret Path

Like a collage of pictures, students will be prompted to adopt a posture where they can listen and reflect on Gord
Downie’s, “The Stranger”.
Students will experience a full collage of movement and will be a part of final product. After listening/viewing the song, the class will discuss their emotional
connections and response and how they might
attach movement to these feelings.

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Strategy: Connection Webs

This activity lets students create physical connections using their bodies that are representative of relationships between ideas.

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Book: The Paper Bag Princess
Strategy: Masks & Role play

This strategy involves the creation of character masks that students can use to help them retell/act out a story or text.

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Strategy: Caption Making & Tableaux

This strategy combines tableaus and writing. Students create a still image that is representative of a scene from a text or story. In addition to the tableau, students will create a speech or ‘thought bubble’ that relates to a moment in time and expresses the meaning of that moment. A good example of this is a comic book panel - the thought or speech bubble of a character captures and expresses the meaning of that moment in the still image.

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Strategy: soundscapes

Students create and use sounds to explore/retell stories as an alternative  to conventional  oral retelling activities.

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Students will follow along with a video where they work on tensing their bodies to be frozen and then relaxing their bodies as they begin to melt from their frozen state. This not only acts as a warm up for student’s bodies but also gives them the
opportunity to begin thinking about how different types of matter change states.

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Book: My Many Colored Days
By: Dr. Seuss

"Some days are yellow, some days are blue. On different days, I'm different too".

This is an awesome activity to allow students to reflect and express how they feel through dance.
Have students think about the different colours and the way they are represented in the story. Read the story again, but this time we are going to explore the movements in the story to create a colour dance, have students choose a neutral
position at their home base in the classroom. After each page, a song will play and students will create movements to depict the emotion of the colour felt in that song.

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Book: The Very Hungry Caterpillar
By: Eric Carle

Who knew you could dance and code? Well if you think about it, just like in video games, characters move and dance as well!

We listened to the book and we had to draw the steps on the coding sheet in the correct order of food that the caterpillar ate.

We then danced out the code we created. You can add levels to represent the caterpillars transformation
to a butterfly (Low and small to high and big).

Make sure your dance includes…
Space - Size (Small, large), Levels (High, low), Direction (Straight, rotating, forward, backward)

Energy - Attack (Sharp, smooth), Tension (Tight,
loose), Force (Strong, gentle), Weight (Heavy, light).

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Teach students the water cycle through dance!

The quote below really stuck by me because you really learn a lot when you experience it.

We received the water cycle and we were to create a dance/series of movements that represented how it worked. It was amazing what the different groups created and it's definitely something they will remember.

You can also do this with the plant cycle or life cycle of different animals.

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Pick any spot in the room and that will be their "home base". So when students are active in classroom - call home base and students will go to their spot.

Also allows for students to take a movement break, or a time to get up and walk around the classroom.

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Exploring venn diagrams through movement. You could as a question and the students will go into "yes, no, both" or you could compare two things (ie. theatre vs. drama).

This could be used to get to know your students or even as a pre assessment before a unit to know what the students know. You can then further this by asking them why they chose to stand in the spot they chose.

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This is a really cool and interactive way of retelling a story.

The students can get into groups and retell a story like a popup book! Start with a crouching position and have a "page turner" to turn the page and have the characters pop up while the teacher or narrator tell the story.

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I love using these bands
Can do flips, slides, shift

Using dance moves
Using their body to understand symmetry
Hands on
Using a skipping rope to show the line of symmetry

Mirroring - as long as it's the same, you will be symmetrical

Using green tape on floor as line of symmetry
Using levels - upper body lower body

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In groups of 2-3 create a movement based on the colour of the heart.

Yellow could represent anything from silly, happy, sunny!

Have each group find a contrasting colour and have them present to each other. Notice the difference between the movements of each group!

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Book: Taking Care of Mom
By: Gina & Mercer Mayer

Strategy: Tableaux with Tap In.

Amazing strategy to frame a physical picture and have an idea of what the characters are thinking.

Create a Tableaux
● Still picture
● No words!
● No moving!

then, tap a character and they will say what they are thinking or how they feel.

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Think of your favorite place.
Now think of two resting places.
Draw out a map of the path you would take to get to those two resting places.

Dance/move to map and path you created!
Now --
Trade your sheet with a partner and try  dance/move to the path they created!

How do we know what way to read it?
How can we make it easy for our peers to read?
How do you think different lines represent different movemens?

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Book: Gift Days
Asking a character question based on the chart.

You can ask the character in the hot seat different questions to gain an insight to their feelings and thoughts.

You can assess the students questions and comprehension of the story or situation that is going on.

You can be doing a study on bees and put a beekeeper in the hot seat.

There is an assessment chart based on levels the more in depth the questions get.

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Take all your burdens, (pretend to) write it down - now, throw it in the middle and burn it.

Then when the burden comes up (it could be negative, upset, angry thoughts), you can say "that thing doesn't belong here anymore cause we burned it"

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Have students pick two body parts and attach the two parts together. They can move around the class like monsters or use it as a way to get the know the names of the students.

You can have them arranged in a circle and pick a name and switch spots with them with the movements.

Modification: smaller circle, wheelchair , upper body parts touching

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Have you ever watched a cartoon where a character is contemplating on life and a little devil and little angel pop up on each shoulder and try to give life advice to the character? Well, this is a similar strategy you can use in your class with a fiction or non-fiction story. You can use it to predict what a character will do next in the story, you can use it for pro's and con's of a decision - the possibilities are endless.

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Math and drama?????? I know I know, but believe it or not, it's possible and it's effective!!

We started off with measuring our pinkies and getting ourselves in a line from shortest to longest pinky.

Then we calculated the mean, median and mode of our pinkies. We then moved into groups and created movements to represent how to find the mean median and mode.

You can assess their explanation on how to find it - or explain their thinking of how their movements represent the strategy.

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You may be thinking "what on earth are these scribbles" Well, it is actually choreography drawn out! Anybody can interpret it in different ways and can create different dances!

Have students create a dance, draw it out, and dance it :) You could have students present to class or to another group - and you can have them switch and try to figure out a choreography for the notation!

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You know when you go to a basketball or baseball game and the whole crowd cheers and creates a flowing wave throughout the whole stadium? WELL, how would you feel if you could incorporate that fun in dance class!?

Today is your lucky day because you can! You can create a wave with different movement excersizes everyone picks one it goes around then the next person does it and it goes around
Pixk 3 moves (high to low, lots of space)
Create a dance